scholarly journals Influence of Perceived Organisational Justice and Organisational Climate on Job Performance Among Secondary School Teachers in Makurdi Metropolis of Benue State

2018 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Chinelo Helen Ogwuche ◽  
Mikailu Habiba Musa ◽  
Joe Nyam
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Organizational Climate ◽  
Organizational Justice ◽  
Secondary School Teachers ◽  
Working Environment ◽  
School Teachers ◽  
Organisational Climate ◽  
Organisational Justice ◽  
The Government

The study investigated influence of perceived organisational justice and organisational climate on job performanceamong secondary school teachers in Makurdi metropolis. A total of 188 secondary school teachers were drawn fromMakurdi metropolis. The findings revealed that 106 (56.4%) were males and 79(42.0%) were females. The studyused three standardized instruments which include (i) Organisational justice scale was developed by Nerinhoff andMoorman (1993), Organizational climate questionnaire developed by DeCottis and Koys (1991) and JobPerformance Scale developed by Goodman and Svyantek (1999). Results from the hypotheses tested showed thatperceived organizational justice significantly influence job performance. [F (3,182) = 64.222, P<.001]. The resultalso indicated that organizational climate did not significantly influence job performance among secondary schoolteachers [F (1,181) = .003, P>.05. The result finally showed that perceived organizational justice and organizationalclimate significantly and jointly influence job performance [F (4,181) = 50.131, P<.001. Based on the findings of thestudy, it was recommended among others that, the government through the ministry of education should organiseseminars to enlighten school management officials on the important roles played by perceived organisational justiceand job performance among teachers thus provide adequate working environment for proper leaning.

scholarly journals Organisational Justice and Organisational Commitment among Secondary School Teachers

2020 ◽  
Vol 4 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Alaa S. Jameel ◽  
Yazen N. Mahmood ◽  
Swran J. Jwmaa
Keyword(s):  
Developing Countries ◽  
Organizational Commitment ◽  
Secondary School ◽  
Organizational Justice ◽  
Secondary School Teachers ◽  
Interactional Justice ◽  
Three Dimensions ◽  
School Teachers ◽  
Organisational Justice ◽  
Highly Correlated

Given the importance of teachers ' understanding of organizational justice and its effect on their organizational commitment, the literature of teachers and schools lacks evidence about the relations between these factors in developing countries. This research seeks to investigate the direct influence of organizational justice on teachers committed to their schools. the study consists of three dimensions of Organizational justice namely: distributive, procedural, and interactional justice as a dependent variables and organizational commitment as an independent variable. The study conducted among eight official secondary schools. However, Stratified random sampling choice depending on the total of teachers at each school, Data Collection Method was using a structured questionnaire by self-administrative. SPSS has analysed the 92 valid surveys. The results indicated there is a positive and significant relationship between Organizational justice dimensions and organizational commitment, distributive justice  found highly correlated with organizational commitment. However, the three dimensions of Organizational justice positively and significantly predicted organizational commitment among secondary school teachers. The study could provide some significant literature contributions on the Organizational justice and organizational commitment of secondary school teachers in developing countries.

scholarly journals Implementation of school-based curriculum as perceived by secondary school teachers of English

2016 ◽  
Vol 5 (2) ◽  
pp. 167
Author(s):  
Chuzaimah D. Diem ◽  
Yusfardiyah Yusfardiyah ◽  
Binti Koniaturrohmah ◽  
Lismalayani Lismalayani
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Experience ◽  
Education Level ◽  
School Teachers ◽  
School Based ◽  
Efl Teachers ◽  
New Curriculum ◽  
The Government

Information about Curriculum 2013 has seemed to make many EFL teachers feel anxious. This anxiety is assumed to happen due to the unwillingness of the teachers to implement the new curriculum because they have not yet even implemented the previous curriculum (KTSP) in their classrooms optimally. This study was aimed primarily at investigating the implementation of KTSP covering three important components: preparation, application, and evaluation by 107 secondary school teachers of English. To collect the data, “KTSP Implementation Questionnaire” was used. The data collected based on the teachers’ own perceptions were analyzed in relation to their education level, teaching experience, certification status, and KTSP socialization involvement. The results showed that (1) 62% teachers confessed that they had not yet optimally implemented KTSP although all of them had been involved in its dissemination program done by the government; (2) there was no correlation between either education level or teaching experience and the implementation of KTSP. However, (3) there was a significant correlation between teachers’ certification status and their (i) KTSP preparation, (ii) teaching experience, and (iii) involvement in dissemination program activities.

Principals’ leadership styles and teachers’ job performance: Evidence from Edo State, Nigeria

2018 ◽  
Vol 47 (6) ◽  
pp. 909-924 ◽  
Author(s):  
OS Imhangbe ◽  
RE Okecha ◽  
J Obozuwa
Keyword(s):  
Secondary School ◽  
Job Performance ◽  
Leadership Styles ◽  
Leadership Style ◽  
Secondary School Teachers ◽  
Positive Influence ◽  
School Teachers ◽  
Democratic Leadership ◽  
Laissez Faire ◽  
Senior Secondary

This study investigated the relationship between principals’ leadership styles and secondary school teachers’ job performance in Edo Central Senatorial District, Nigeria. A correlational design was adopted for the study. Two adapted questionnaires titled “Principals’ Leadership Style Questionnaire” (PLESQUE) and “Teachers’ Job Performance Questionnaire” (TEJOPAQ) were administered to teachers and principals drawn from a population of 397 senior secondary school teachers and 69 principals in the Senatorial District respectively. The Cronbach alphas for the three sub-scales in PLESQUE were .710, .883 and .848 for democratic, autocratic and laissez-faire leadership styles respectively, while the Cronbach alpha for TEJOPAQ was .882 for teachers’ job performance. Percentages, multiple regression and Pearson product-moment correlation were used to test the hypotheses at the .05 level of significance. Results showed that democratic, autocratic and laissez-faire leadership styles jointly contributed about 68.3% variations in the job performance of teachers, while democratic and laissez-faire leadership styles had the most prominent positive influence on teachers’ job performance in the area of study. It was recommended, amongst other things, that the use of a democratic leadership style should be encouraged among the principals of senior secondary schools in the district.

scholarly journals Impact of Teachers Personal Characteristics on Their Job Satisfaction in Khyber Pakhtunkhwa, Pakistan

2019 ◽  
Vol IV (IV) ◽  
pp. 224-231
Author(s):  
Iqbal Amin Khan ◽  
Munir Khan ◽  
Mohammad Naseer ud Din
Keyword(s):  
Job Satisfaction ◽  
Secondary School ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
Personal Characteristics ◽  
Strong Relationship ◽  
Satisfaction Level ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
The Government

Job satisfaction has mostly been investigated in both developed and developing countries because it has a strong relationship with job outcomes. This paper focuses on investigating the job satisfaction level and also explores impact of some selected personal characteristics of teachers on job satisfaction in Khyber Pakhtunkhwa province. The study used quantitative research design. From the seven divisional headquarter districts, researchers selected 744 senior secondary school teachers (SSST) through a stratified random sampling method. The teachers job satisfaction level was found high. The findings revealed that teachers gender, age, experience, academic and professional qualifications have significant effect on their job satisfaction. These personal characteristics have significant impact and predict teachers job satisfaction. It is suggested that the government should bring such reforms in the service structure which leads to increase the social status of teaching occupation and positive feelings among secondary school teachers opting to teach as a career.

scholarly journals Financial Rewards and Job Commitment Among Public Secondary School Teachers in Ogun State, Nigeria

2021 ◽  
Vol 15 ◽  
pp. 72-81
Author(s):  
Oluwatoyin Gbenga Bawalla ◽  
Adebimpe A. Adenugba
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Strong Relationship ◽  
School Teachers ◽  
Significant Group ◽  
Job Commitment ◽  
Public Secondary School ◽  
Ogun State ◽  
Salary Structure ◽  
The Government

The paper aims to examine the effects of financial rewards on job commitment among public secondary school teachers in Ogun State, Nigeria. The study was anchored on the interpretative meaning of expectancy theory. The sample consisted of 750 public secondary school teachers drawn from the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of financial rewards available to public secondary school teachers in Ogun State. The data collected were analyzed using frequency counts and percentages. The hypothesis stipulated was analyzedusing Pearson product moment. The study found out that prompt payment of teachers’ salaries induce higher commitment to teaching, public school teachers were not satisfied with the government remuneration and there was positive and strong relationship between financial rewards and teachers job commitment (r = 0.74). The study concluded that there is significant relationship between financial rewards and teachers’ job commitment. The authors recommended that the government should provide a special salary structure for government secondary school teachers like their counterparts in other professions since they are disputably the most significant group of professionals for any nation’s economy.  

scholarly journals Governmental professional development initiatives for the implementation of language policies and curriculum guidelines: Secondary school teachers’ experiences, challenges and views

2020 ◽  
Vol 25 (1) ◽  
pp. 137-152
Author(s):  
Ana María Sierra Piedrahita ◽  
Paula Andrea Echeverri Sucerquia
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Secondary School Teachers ◽  
Language Policies ◽  
School Teachers ◽  
Curriculum Guidelines ◽  
Development Initiatives ◽  
The Government

A case study was conducted to explore public secondary school teachers’ perspectives, practices, and experiences concerning the design and implementation of the English curriculum, as well as the professional development offered by the government in order to implement language policies and curriculum guidelines in the city of Medellin, Colombia. The study lasted one year and included a survey, the analysis of curriculum documents from five selected institutions, and focus group interviews as data collection instruments. Results indicate that the initiatives provided by the government have not been effective in supporting teachers in this endeavor as they have been very limited in terms of curriculum design, and reflect a technical view of teacher learning. In addition, several contextual and social factors have tremendously affected the implementation of language policies and curriculum guidelines in schools. Besides, teachers point to several needs, including that they have more time to appropriate and implement reforms, that they be included in policy-making as affected parties, that professional development initiatives be freed from political and economic interests and that they be offered a preparation that combines improving their language proficiency, English teaching methodologies and curriculum design.

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